Marketing
yl:Principles of Business
YVONNE HARVEY Contributor
T’S GOOD to be with you all again. This lesson begins a new section of the syllabus: Marketing. We will begin by distinguishing between the terms marketing and market, and then we will look at marketing activities and describe the marketing mix. The lesson will conclude with a look at market research. Enjoy reading the lesson.
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WHAT IS A MARKET? A market exists under any condition where buyers and sellers are in contact, directly or indirectly, for the purpose of exchanging goods and services. The four elements of the market are buyers, sellers, goods and services, and price. If any of the elements is removed, then the market will not exist. The term market is also used to describe the extent of the demand for a commodity. Hence, a large market means that there is a large demand for the good or service.
Place – Product must reach the place where the good or service is required - distribution. Promotion – This refers to the ways in which consumers are made aware of the availability of the product or service and the qualities it has. Advertising is the most visible aspect of product promotion.
Recently, another ‘P’ has been added to make it five Ps instead of four. People have been added. With the four Ps, the order would be product, price, promotion, place. Now, where would you put people? Think about it.
Marketing refers to the set of human activities and efforts which are interrelated and focused on bringing the goods and services to the consumer. It has to do with getting the right goods to the right people at the right price and at the right time in the most profitable and efficient manner.
MARKETING ACTIVITIES These include: market research, pricing, packaging, branding, sales promotion, advertising and distribution.
THE MARKETING MIX This refers to everything a firm can do to influence the demand for the product. It is a collective term that is used to refer to the whole range of marketing activities, techniques and strategies that a firm uses to reach its target market. The variables of the marketing mix can easily be remembered by referring to the four Ps: Product, Price, Place and Promotion. Product – The good or service that the consumer wants. Price – Profit is usually incorporated in the price.
DEFINITION Market research refers to a systematic approach to collecting information, recording and analysing information collected and adopting the information to the marketing plan of the business.
To test the potential size and makeup of the target market in terms of age, sex, income, etc.
CONSUMER RESEARCH To find out why consumers prefer some goods and services to others and to research the size of the market. It also involves research to see if there are any changes in people’s incomes, tastes or brand loyalty. That’s it for this week. Keep safe until next time when I will continue with topics related to marketing. Bye for now. Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
TYPES MARKET RESEARCH CONCEPT
WHAT IS MARKETING?
m what the size of the market is m consumer behaviour – how consumers will react to certain conditions or when faced with certain factors. In other words, market research helps us to see what influences the consumer.
SALES RESEARCH
The marketing concept requires that a firm be aware of customers’ needs to try to meet those needs and to attempt to make a profit in the process. Market research assists the firm to meet the goal of the marketing concept by helping the process of finding out what the consumer wants. Market research investigates what consumers are buying or are likely to buy in the future. It is normally done before the advertising campaign. Sometimes it is carried out after the product is well established in order to assess and improve advertising and evaluate product performance.
REASONS FOR CONDUCTING MARKET RESEARCH Market research will help in making decisions about: m where to sell a good or service m how to sell it m consumer tastes – that is, which customers need the product and exactly what they want and what they dislike m how to price the product m how to promote the product m competition - who are the competitors in the market place and what they are doing
Market research includes the following types of research:
ADVERTISING OR MEDIA RESEARCH This is research to see the best means of advertising at the lowest cost. It can also be done after the advertising campaign to test how successful the campaign was in terms of increasing market share.
BUSINESS AND ECONOMIC RESEARCH This is done to study the trends in business, prices and location of plants and distribution centres. It also studies the changing economic conditions which affect the business.
PRODUCT RESEARCH To test how consumers will accept new products or changes in existing products.
DISTRIBUTION RESEARCH To look at the effectiveness of the channels of distribution of the product.
PACKAGING RESEARCH To test the design, colour and other physical features of the package.
YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012
11
Writing a report
yl:English Language
NATASHA THOMAS-FRANCIS Contributor
N LAST week’s class we began our discussion on writing a report. This week we shall be continuing with a look at the newspaper report.
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The content of newspaper reports includes news stories, investigative, weather and sports reports. Newspaper reports select relevant and interesting details. This type of report may contain the opinions and impressions of the writer; however, it must also be factual. There must be a balance between facts and opinions.
(part 2)
The general structure of a newspaper report is as follows:
Minutes later, his teammate, Dacres, winner of the gold medal in the discus event at the World Youth Championships last June, proved that he will be hard to beat this season as he threw 60.67 metres to put his name in the record books and capture the event.
Two other national junior representatives were also involved in record-breaking performances. Holmwood Technical’s Gleneive Grange and St Jago High’s Kellyann Knibb both shared the record in the girls’ Open shot put, with identical throws of 13.82 metres. Joining them in the record books were the Edwin Allen pair of Daneielle Thomas and Paula Ann Gayle. Thomas won the Class One discus with a throw of 46.26 metres, while Gayle threw 40.89 to win in Class Two.
HEADLINE An attractive headline is used to capture readers’ attention.
INTRODUCTION The most important pieces of information are usually placed at the beginning of the report. It should answer the five journalistic questions (who, what, when, where and how).
BODY
o More details are presented. o Different viewpoints are presented. o Quotes by witnesses or people involved may be used. o Background information may be included. o Reference to earlier events may be recalled.
On the track, St Elizabeth Technical High School athletes Aleitha McLaughlin and Dwayne Hibbert recorded double wins. After capturing the opening event of the meet, the girl’s 3000m Open in 11:02.08, McLaughlin returned to capture the Class Two girls’ 1500 metres in 5:08.58. Hibbert stopped the clock at 16:11.73 to win the boys’ 5000m Open, then returned to seal the double by taking the Class One 1500m in 4:19.05.
CONCLUSION A summary of the report is given and what happens next may be suggested. Take a look at the following excerpt from a sports report. How many of the features listed above do you see in the report?
Now that you have read the report at least twice you should be able to answer the following questions: o What is this report about? o What are the salient features of the report? o Do you find this report effective? If not, give reasons. o What was missing, for example?
Calabar athletes lead record-breaking day Published: Sunday | January 8, 2012 (Sunday Gleaner)
RAYMOND GRAHAM Gleaner Writer
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A gold medallist at the Junior Pan Am Games in Florida last June, Miller launched 18.18 metres to take home the boys’ Class One shot put.
Calabar accounted for another record in the Class Two discus where André Beckford threw 46.88 metres.
STRUCTURE OF A NEWSPAPER REPORT
CALABAR HIGH School Class One athletes Ashinia Miller and Fedrick Dacres, who registered great performances for the country last year at international junior meets, continued from where they left off as they were involved in two record-breaking performances at the 19th staging of the JC/Wata Development track-and-field meet at Jamaica College yesterday.
In total, seven records were broken on the field and one equalled on the track.
Share this article with a friend or classmates and have a discussion on the main points raised in the report. Have a blessed week!
Nova Hamilton (centre) of Flow TV is flanked by Richie Stephens (left) and Gentleman (right) backstage at the Jamaica Jazz and Blues Festival. Platinum sponsors Flow partnered with HBO to produce a special on Jamaica’s 50th anniversary of Independence. YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012
Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Purchase of business
yl:Principles of Accounts
ROXANNE WRIGHT Contributor
OU NEED to be taking your preparation for external examinations seriously by now, and you should be paying close attention to your study timetable to accommodate adequate time for each subject.
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As we continue to assist in this phase of your studies, we present a worked example of a question to enable exposure to the different principles needed to solve a particular question. Pay keen attention to the following and be sure to go through it in a timely manner with a view to recall and apply the relevant skills.
QUESTION Jack and Kerrie traded separately up to December 31, 2010, at which date their balance sheets were as shown below:
Jack and Kerrie agreed to amalgamate their businesses and become equal partners as from January 1, 2011. It was agreed that: 1. The partnership should take over all assets and liabilities of the two businesses except for the premises belonging to Jack and the loan owed by Kerrie. 2. Equipment should be re-valued at $36, 000 for Jack and $30, 000 for Kerrie. 3. $1, 200 of Kerrie’s debtors were bad and should be written off. 4. Goodwill was to be valued at $18 000 for Jack and $14 400 for Kerrie. 5. All other items were to be taken over by the partnership at the balance sheet values.
YOU ARE REQUIRED TO: a. Draw up the two capital accounts for the partners showing clearly how the final balances at January 1, 2011 are obtained. [>2] b. Prepare the balance sheet of the partnership as January 1, 2011. c. Briefly explain the meaning of goodwill.
REASONING: The symbol [>] beside the information within the questions must be treated as explained below. [>1] i. This is bank overdraft. ii. It must be shown in the partnership balance sheet as a separate balance under current liabilities. ii. It is not to be combined with the bank balance brought over by Jack. [>2] Capital account should show the assets and liabilities taken over by the partnership, i.e., in the partnership books: Dr. Assets Cr. Capital (Jack or Kerrie respectively) and Dr. Capital (Jack or Kerrie) Cr. Liabilities
C. Goodwill can be defined as the benefits derived from a favourable reputation among customers. It is composed of a variety of elements including location of the business premises, efficiency of the firm and reputation of the service and/or goods offered. Visit with us next week when the presentation will be interpretation of final accounts. See you then. Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012
13
Factory control office
yl:Office Administration
HYACINTH TUGMAN Contributor
HE PURPOSE of the factory office is to coordinate the activities of the production process to allow for maximum efficiency and to make quality products in the required quantities. The size of the factory office is generally determined by the manufacturing or production activities that take place in a company. In a large company, there is usually a production department managed by a production manager who oversees -
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m Manufacturing of articles m Organisation and management of the factory m Factory and production planning m Dispatch and transportation m Stock room m Maintenance of good office services
Production planning is just one major function of manufacturing goods. Implementation requires the control of various activities. The two important activities are: a. instructing supervisors with regard to what is to be produced and when production is to commence b. discuss the method of how production is to be utilised e.g.: i. Batch production - the making of a number of similar items at the same time. For example, a batch of an item is produced for a week and then the production team moves on to something else.
SALES DEPARTMENT It is important that the factory office maintain a close relationship with the sales office so that when orders are made, the sales department will check carefully and present to the accountant for clearing (or verification and credit worthiness). Sales invoices are then prepared, after which copies are sent to the dispatch and transport section of the factory office for processing.
PURCHASING DEPARTMENT
ii. Mass/Flow production this involves the production of large quantities of goods to cater to a mass demand. Clothing, shoes and cars are usually mass produced. This method is referred to as an assembly-line operation.
PHOTO BY JANET SILVERA
Richie Stephens (right) and Gentleman during their performance at the Jamaica Jazz and Blues Festival at The Trelawny Multi-purpose Stadium on Friday, January 27.
STOCKROOM
ACCOUNTS DEPARTMENT
The stockroom is essential to the production department as items produced must be carefully stocked away until they are ready to be dispatched to various customers. Raw materials, too, need to be stocked in sufficient quantities so that the production process is not jeopardized.
The accounting department must be involved in the estimating, costing and general budgeting activities for goods production. A factory office clerk must, in some cases, record factory workers’ hours of regular and overtime work and the information passed on to the accounts department for payment to be prepared.
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The office, therefore, has responsibility for: a. planning and supervising all types of manufacturing b. maintaining suitable procedures for the control of production c. maintaining an appropriate level of discipline in the factory d. maintaining the factory, including power supply, plant, equipment, machinery, tools and buildings e. maintaining an excellent transportation system f. suggesting ways in which improvements can be made
IMPLEMENTATION
THE FACTORY OFFICE & OTHER DEPARTMENTS
It is the responsibility of the purchasing department to obtain tools and materials for the factory. Therefore, the factory office clerk should be in constant dialogue with the purchasing department reporting on the status of these. If the factory experiences difficulty in obtaining constant supplies of raw materials from its suppliers, the ‘Progress Chasing’ clerks work diligently with the purchasing department to locate the materials or to find suitable substitutes. The aim is to keep the production line going, thus ensuring the customer of continued supplies of the commodity.
company policies and objectives as well as statutory rules and regulations in the creation of articles for consumption.
HUMAN RESOURCES DEPARTMENT
ORGANISATION OF PRODUCTION ACTIVITIES
This department is responsible for the recruitment, selection, orientation and induction of workers, as well as their welfare and ongoing training.
The major function of the factory office is the organisation of production activities. This is because the office brings together production principles and processes, production staff, production procedures, production materials, machinery and tools,
FUNCTIONS OF THE FACTORY OFFICE
YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012
iii. One-line production from time to time, factories sign contracts with customers for the production of single ‘non-repeated’ products, as well as a few articles of a similar design, for example, a piece of furniture or a piece of artwork. Next week we will look at the documents used in the factory and the duties of the factory clerk. Until then, see you. Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Nutrition in animals yl:Biology
MONACIA WILLIAMS
MOLARS
are not present in the milk dentition. The second set is known as the
The root of the tooth is covered with cement. This has fibres growing out of it. The fibres serve to attach the tooth to the jawbone.
Similar to premolars with wide flat surfaces, these are used for grinding food.
permanent dentition and these new teeth replace the milk teeth.
WHAT ARE THE DIFFERENT TYPES OF TEETH?
The number and types of teeth found in an animal’s buccal cavity can be recorded using a dental formula.
Additionally, the 12 molars appear at this time; eight of them appearing first and the last four being the final ones to appear. These are known as the wisdom teeth.
Contributor
VERY BIG welcome to you all! What a great day to be alive! Come on, take a deep breath and rejoice in your being alive on this great day! As we continue our lesson on nutrition in animals, let us give God thanks for the ability to see and the ability to read. You will find that being grateful helps to reduce the stresses of life!
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This week we will be looking at human dentition. As soon as you see the word dentition the first thing that should come to your mind is the word teeth. Yes, we are going to look at teeth, the different types of teeth as well as the structure of teeth.
WHY DO WE NEED TEETH? Teeth are important for the ingestion and mechanical digestion of food. They are used to bite off pieces of food and chop, crush and grind food into smaller pieces. This gives food a larger surface area, making it easier for its chemical digestion by enzymes to take place. The tooth is divided into two regions: 1. Crown - the portion of the tooth above the gum. 2. Root - the portion of the tooth below the gum. The crown is covered by a hard layer called the enamel. Enamel is the hardest substance made by animals. It is difficult to dent or chip but it can be dissolved by acids. In humans, bacteria present in the mouth feed on the sweet foods left on the teeth. When they do this they produce acid which will react with the enamel, causing it to dissolve. This produces cavities, causing the tooth to decay. Under the enamel is dentine. Dentine is similar to bone, making it hard but not as hard as bone. Dentine contains living cytoplasm. In the middle of the tooth is a space known as the pulp cavity. The pulp cavity contains the nerves and blood vessels. The blood vessels supply the living cytoplasm with food and oxygen. The presence of the nerves makes the tooth sensitive to heat, cold and pain. This is the genesis of the toothache!
There are four different types of teeth. These are:
INCISORS Each of these is shaped like a chisel and they are used for biting off pieces of food.
CANINES These are similar to incisors but they are more pointed. They are also known as ‘eye teeth’. In carnivores, these teeth are very pointed and are used for tearing meat.
PREMOLARS These have wide, flat surfaces for grinding food. They come before tthe molars.
DENTAL FORMULA FOR ADULT HUMAN i 2/2
c1/1
pm2/2
m3/3
The dental formula is written with one half of the number of teeth that the animal should have. The numbers on top represent the teeth in the top jaw and the number at the bottom represents the teeth present in the bottom jaw. Humans have two sets of dentition during their lifetime. The first is known as the ‘milk dentition’. These are the first set of teeth and they are usually shed by the time the child is about six years old. Molars
YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012
Teeth need to be properly cared for to prevent them from getting cavities. This means that the diet needs to be balanced and should contain calcium, phosphorus, Vitamin D and small quantities of fluoride. Teeth must be cleaned regularly and well in order to prevent the action of bacteria. Remember that bacteria can produce acids which can destroy the enamel. This will produce cavities, leading to tooth decay. Next week we will look at the process of digestion. See you then! Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
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The mole concept & solutions
yl:Chemistry
Damion Crawford (right), minister of state for tourism and entertainment, shares a laugh with Flow’s Thomas Chin in the Flow Skybox at the Jamaica Jazz and Blues Festival. Flow was a platinum sponsor of the event.
FRANCINE TAYLOR-CAMPBELL
Contributor
MAIN POINTS
m Concentration is expressed as the amount of solute in a given volume of solution. m Concentration is expressed in units of moles of solute in 1dm3 of solution (mol/dm3). m Mass concentration is the mass of the solute in 1dm3 of solution (g/dm3).
A standard solution is a solution, the concentration of which, in mol/dm3 is known or can be calculated. For example: Calculate the mass of sodium carbonate needed to make up 500cm3 of a 0.20M solution.
M (molarity) is the number of moles in 1dm3, that is mol/dm3. Thus, 0.2M = 0.2 mol in 1000cm3 (1dm3) X mol == 500cm3 X = (500x0.2)/1000 = 0.1 mol Mr of Na2CO3 = 106g, thus the mass of 0.1 mol = 106x0.1 = 10.6g 10.6g of Na2CO3 dissolved in 500cm3 has a concentration of 0.2M
Mr of NaOH = 40g then 2 mol == 80g 80g = 1000cm3 Xg = 250cm3 X = (250*80)/1000 = 20g of NaOH
CONCENTRATION CALCULATION As stated earlier, concentration can be expressed in mol/dm3 and g/dm3. For example: What is the concentration of 20cm3 of sulphuric acid containing 0.25 mol H2SO4? 0.25 mol == 250 cm3 x mol == 1000cm3 (1dm3) x = (0.25x1000)/250 = 1 mol concentration = 1 mol/dm3 Calculate the concentration in g/dm3 of the same solution. Since, 0.25 mol H2SO4 is present in 250cm3 Mr of H2SO4 = 98g mass of 0.25 mol = 98x0.25 = 24.5g Thus, 24.5g === 250cm3 X g ==== 1000cm3 X = (1000x24.5)/250 = 98g concentration = 98g/dm3
ALTERNATIVE METHOD Since the concentration = 1 mol/dm3 Concentration in g/dm3 = 1 mol/dm3 x Mr = 1 mol/dm3 x 98 g/mol = 98g/dm33
ALTERNATIVE METHOD What mass of NaOH is needed to make up 250cm3 of a 2M solution? 2M = 2 mol in 1000cm3 (1dm3)
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The real test of this topic comes in its application to titration problems.
YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012
Consider the following: 24 cm3 of H2SO4 of concentration 5.20g/dm3 was titrated against NaOH solution and required 25 cm3 of NaOH for complete neutralisation. Calculate the concentration of the NaOH solution. First, a balanced equation is needed to determine the mole ratio in which the reactants combine 2NaOH (aq) + H2SO4(aq) = Na2SO4(aq) + 2H2O(l) 2 mol of NaOH react with 1 mol of H2SO4. Ratio is 2:1 Concentration of H2SO4 in mol/dm3 = (5.20g/dm3)/98g/mol = 0.053mol/dm3 Next, calculate the number of moles of H2SO4 in 24cm3 0.053mol H2SO4 == 1000cm3 (1dm3) x mol == 24cm3 x == (24x0.053)/1000 = 0.00127 mol Since NaOH reacts with H2SO4 in the ratio 2:1 Then, the number of moles of NaOH that would have reacted = 0.00127 x 2= 0.00254mol 0.00254 mol NaOH is present in 25cm3 x mol === 1000cm3 x = (1000x0.00254)/25 = 0.102 mol Concentration = 0.102 mol/dm3 Concentration in g/dm3 = 0.102 mol/dm3 x Mr = 0.102 x 40 = 4.07g/dm3 Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Describing settlements
yl:Geography
MARJORIE HENRY Contributor
I ENDED the last lesson with some guidelines in describing settlement. Using those guidelines, identify the settlements shown in this map section taken from the extract of Pointe Michel in the Lesser Antilles.
Compare the pattern of the settlement at the town/city of Berekua with those at the other towns shown – Hagley, Montine, Powell and Picodeau. Do you see any difference in them? Like with vegetation, you are required to explain the relationship among the patterns of settlement and relief. The rule is that you must show a link between both. For example, from the small section of the map shown above you can note that the nucleated settlement of Berekua is found on the lowland along the coast. The linear settlement pattern at Montine follows the road and is on a steep slope. Related also to settlement is a description of the site or location. Each settlement has both. You can be asked to describe them. The site refers to the land on which the settlement is built; refer to the town of Berekua in the map section above. The site for that is to the east side of the island on a narrow belt of land sloping gently towards the coast. Location refers to the position of a settlement in relation to other
in the legend to identify the different forms of communication present on the map extract. Look for the symbols that represent each. Different types of roads are shown on a map. Here is an example from the legend of a map of part of Jamaica, taken from Map Reading for the Caribbean by John Macpherson:
you to identify what is represented on the map. Factories of different types and refineries are some examples of industrial uses, while recreational uses include games or playing fields, arena and golf courses. Post offices, police stations and hospitals are examples of services.
A relationship can be identified between the type of road and relief. Using the key above, for example, Main Class A Roads are usually found on flat lands or gently sloping lands while Parochial Bridle may be associated with rugged and hilly terrain. My advice to you remains as before, study the map and be aware of the relief of the land and link that with the type of road present.
Land use is also described in relationship to other things – for example, areas under cultivation in relation to settlement, drainage and relief. In a situation like this, you would discuss:
places. You must also be able to describe communication, that is, the connection between places along which people and goods can travel. This refers primarily to the roads and, in some instances, to railways and air transport. Again, you must be guided by the information given
Land use is the last aspect of description you must be able to do. This, in essence, is an indication of how man uses the land. However, for natural drainage it involves all that has been discussed: agriculture, settlement and communication. Add to these industrial and recreational uses and services. The symbols in the legend will help YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012
m The importance of settlement to the cultivation of crops – to provide labour; a possible source of market m The importance of drainage – the rivers provide water for irrigation m The importance of relief – flat or gently sloping lands for easier cultivation of the land and the transportation of the goods. Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
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The state of the British Caribbean sugar industry
yl:History
JANET SILVERA
Chairman of the Art of Music Productions, Walter Elmore, and his ex-wife Coleen Del Terzo at the record-breaking Jamaica Jazz and Blues Festival Friday, January 27.
DEBBION HYMAN
planters accessing British government loans to help with mechanisation, assist with immigration schemes and improve communication. The planters have also tried amalgamating estates and reducing the wages of workers in a bid to cut production costs.
Contributor
OBJECTIVES At the end of the lesson students should be able to: 1. Discuss four factors that created the crisis in the British Caribbean sugar industry in the late nineteenth century. 2. Describe four measures taken to resolve the crisis in the British Caribbean sugar industry – late 19th century and early 20th century.
Planter tells all – says sugar crisis worsening The government will unveil later this week several new measures to revive the ailing sugar industry. Many planters, however, are of the opinion that the measures will do very little and are predicting further gloom and doom. Below is an excerpt of an interview done earlier this week with Mr John Barrett, owner of Barrett’s Estate, the largest sugar plantation in St James. Barrett paints a dismal picture for the sugar industry.
This week’s lesson will take the form of newspaper articles. There are three such articles included.
PLANTERS WEEKLY December 15, 1875 Volume 16 Issue 2
Help on the way – several new measures to save sugar industry Planters in Jamaica and the rest of British Caribbean are breathing a sigh of relief as several new measures have been formulated to save the ailing sugar industry. Beginning next week, the colonies will begin exporting sugar cane to Canada, one of the new markets sourced by the British government to sell the commodity. There will also be the introduction of centralised factories and the appointment of several botanists to the islands of Jamaica, British Guiana and Barbados. This is in a bid to introduce scientific agriculture, specifically the use of new varieties of cane, more efficient planting methods and the use of fertilizers.
British Caribbean planters have experimented with several measures in a bid to save the sugar industry but most have not produced the desired results. These earlier measures included
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It is hoped that these new measures will assist the planters, especially those in Jamaica whose sugar industry is on the verge of collapse. British Guiana and Trinidad have benefitted tremendously from the earlier measures and it is hoped that this is the time for Jamaica’s turnaround.
Interviewer: The government has formulated several measures to revive the sugar industry, how beneficial are these new proposals? John: I see them doing very little as Jamaica’s sugar industry is in a bad state. Innterviewer: I was of the opinion that the island had recovered. John: Recover, hardly. If anything, I believe we have gotten worse. Planters have not recovered from the effects of the Sugar Duties Equalization Act (1846), competition from cheap sugar producers such as Cuba and Brazil, and the competition that we have received from European beet sugar. In addition, our problem of inefficiency still exists as many planters have failed to introduce centralisation or mechanisation.
YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012
Interviewer: I guess the problems are quite immense. What suggestions could you offer the government that you believe might save the industry? John: Let me be honest, the only solution would be an act of God. The future of Jamaica, and let me say the Windward Islands sugar industries, seems grim.
Factors which created difficulties for the sugar industry in the British Caribbean, 1850-1900 The sugar industry in Jamaica and the British Windwards was only profitable in the 18th century due to the lack of competition. Sugar in these territories was always produced inefficiently. The high cost of production was due to (i) small working units (ii) absenteeism (iii) lack of mechanisation (iv) poor sugar soils (in the mountainous Windwards) and the lack of large areas of flat land. The decline of sugar in the Windwards and Jamaica began prior to 1850. This was caused by (i) Britain’s loss of North American colonies in 1783; consequent increase in cost of estates supplies thereafter purchased from Britain (ii) abolition of the slave trade (1807) (iii) slavery (1834) produced increase labour cost and/or labour shortages. By the mid-19th century, however, the sugar industry would be impacted by the effects of the Sugar Duties Equalization Act (1846), competition from cheap sugar producers such as Cuba and Brazil and competition from European beet sugar. In addition, the problem of inefficiency resulting chiefly from technological backwardness and also factors of production continued the unprofitability of sugar cane production. Debbion Hyman teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
o t k
c a b
‘Old Story Time’
yl:English Literature
BERYL CLARKE Contributor
His own
ID YOU have some fun making music from Theme for English B? I know that you have been wondering when we would be getting back to Old Story Time; well, this week is just the time for doing so.
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experience has taught him that there are good black people. There is Pa Ben, a trustworthy neighbour, and there are the ‘good Samaritans’ who rescued him when he had run away from school. Mama’s knowledge of whites is based on what Rev Greaves said rather than on what he did and possibly from her observation of the ease with going
At the end of our last class, I had asked you to trace the conflict between Miss Aggy and one other character. In doing that you would have come to know something about both of them, as well as see how their interaction contributed to the development of the play. Let us take, for instance, the situation between Mama and Len; we are able to follow, firstly, their relationship and secondly, the impact of this on the story. We learn early in the play that, as a mother, Miss Aggy has great ambitions for her son and this includes that he takes ‘his books’ very seriously. He is to spend as little time away from his studies as she can guarantee, and he is not to become involved with any of the local children, certainly none of Pearl’s calibre. The harshness with which Len is treated tends to mask his mother’s love for him and leads to an uneasiness and lack of trust between them. Have you considered that if they had been closer, Len would, perhaps, have told his mother not to take the things she did to him at school? What about how he was treated by others when, in obedience to her wishes, he wrote to Margaret. We are made aware of the estrangement between mother and son when we hear about Lois from Pa Ben. Here it becomes obvious that there is some conflict in their respective outlooks on life. Remember, Mama hates anything that is black. We, as members of the audience, can see trouble brewing on the horizon. Mama is not
to be pleased to hear of or meet Lois. Len does not maintain close communication with his mother, no doubt because of this. The consequence is that she begins to think that it is because someone has used obeah on her son. Her idea is confirmed when she sees the picture of his wife, a black woman. In her mind, such a thing as Len marrying a black woman could never have been possible after all her efforts to the contrary, unless obeah had been used. Had there been openness between mother and son she would have already met Lois and, more important, would have learnt of how Len had met her and her father and of how wonderful they had been to him. The conflict between them is, for the most part, an unacknowledged one; that is, there is no open quarrel for a long time. Miss Aggy usually speaks her mind while Len, out of respect and love, silently disagrees. She abuses his wife and Len, caught between the women he loves, suffers from headaches. The conflict is rooted in Miss Aggy’s worship of white people and her inability to find anything good in her own race and colour. Her son, who has been at the receiving end of racial cruelty and knows as well that whites are no better intellectually than blacks, cannot agree with her. YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012
which they lived and their high status. Her racist attitude is what blinds her to Missa Mac’s dishonesty and Pastor Greaves’ lack of Christian virtue. It is the same quality that causes her to believe, ironically, that Len’s soul is in bondage while failing to see that she is the one who is enslaved. Earlier in the drama it caused a breach between her and Pa Ben and now it sends her running to the obeah man. It is the disagreement that causes Len to visit Pa Ben and get him involved. From him we learn about obeah and we see how and why Len seeks help for his wife. How do you think an audience reacts when watching Len carry out Mother Rachel’s instructions? The playwright injects something to break the tension of the moment. What is it? All of these actions continue to move the drama forward. It takes the combined action of the very woman that Mama wishes to be rid of, as well as Pa Ben and Len to settle matters. I hope you realise how each action leads to another or sometimes others – all to develop the play. Please find some time this week to think about the themes. The play we are studying is very true to life, given its historical context. The character Len succeeds in spite of all he faced. How about you? Be good to yourselves and God bless! Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
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MAUREEN CAMPBELL Contributor
AT THE end of this lesson you should be able to: 1. Define the term resource 2. Distinguish between human and natural resources 3. Distinguish between renewable and non-renewable resources 4. Explain the importance of resources to society Resources may be defined as the combined wealth of a country or its means of producing assets. Resources are grouped as human and natural or physical resources.
NATURAL OR PHYSICAL RESOURCE This is anything that is natural that human beings can exploit/gather, develop and use to ultimately satisfy our needs and wants.
HUMAN RESOURCE This covers an individual’s intelligence, skills, talents, abilities and creativity which can be used for the benefit of society.
Use them wisely!
It can be concluded that there are natural and human resources to be found in every society and that a resource may be a person, asset, material or capital which can be used to accomplish a goal and to create wealth and satisfaction in a society. Resources can also be living and non-living materials which meet the needs and wants of a society. Two types of natural resources have been identified: renewable and non-renewable natural resources. A renewable resource can grow again or may never run out. For example, animals and human beings are born and they replenish the population as older members die. Air and water are renewable; they don’t grow but they are always present as we need both to survive. (See diagram) Non-renewable natural resources are things that can run out or be used up. They usually come from the ground. There are fixed amounts of non-renewable natural resources. They are not living things and they are sometimes hard to find, harness or buy. The bad thing is that they don’t regrow and they are not easily replaced or renewed in our lifetime. They include natural gas, coal and oil; these are fossil fuels 20
yl:Social Studies must conserve our natural resources; in other words, we must not use up, spoil or waste things. We must also protect our natural resources from pollution. Pollution occurs when people put harmful chemicals and other things into nature, such as oil spilled in water, toxic chemicals in the air or garbage dumped on the side of the road. We are constantly encouraged via the media that we should always strive to reduce, reuse and recycle! Each time we reuse something we are conserving the natural resources that would have been used to make new ones. Recycle means we reuse a natural resource or product to make something new. People are trying hard to find new fuels that are clean which will provide the power we need. Wind, solar and hydrogen power are renewable resources that offer hope for the future. (All these areas will be looked on in more details later.) It has been argued and proven that the most valuable resource is human resource. This is so as human resource provides the skills, technology and creativity necessary to exploit, develop and use the physical resources to provide the wealth needed for the growth and prosperity of a nation. It is also our human resources that provide the relaxation and entertainment which is important for human survival as it provides and maintains our mental wellness and well-being.
ACTIVITIES 1. Classify the following resources into natural resources (renewable or non- renewable) and human resources: skills, petroleum, fauna, talents, land, gas, abilities, attitudes, water, forest, sea, sun, values and wind. 2. Suggest three ways in which we can maintain a constant supply of a named non- renewable resource.
we burn to provide us with energy. Minerals, used for making metals, are also non-renewable natural resources.
3. State three reasons our human resource is as important/valuable as our natural resource. 4. Explain the terms recycle, reduce and reuse.
THE IMPORTANCE OF RESOURCES We use both types of resources to produce the things we need or want. Resources are the main source of a nation’s wealth and are, therefore, used to create the economic, socio-cultural and political base necessary for its development. It has become evident with the rising cost of oil that all natural resources should be used wisely. We YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012
Next week we will look at population studies. Please continue to read and discuss each topic with friends. This will surely help you to remember more information/content. Maureen Campbell teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Control statements
NATALEE A. JOHNSON Contributor
TUDENTS, THIS is lesson 21 in our series of Gleaner lessons. In this week’s lesson we will continue to look at control structures.
S
LOOP (REPETITION) Most of the things we do in our everyday lives require some form of repetition, like getting ready for school or work. We perform the same steps over and over, five to seven days a week. When we want the computer to repeat some statements several times, we need a loop structure or a loop in the pseudocode to instruct the computer what to repeat and how often these steps are to be repeated.
yl:Information Technology can also allow your counter to begin at 0 and then increment (increase accordingly). Here is an example of an assignment statement with use of a counter. Counter Counter
0 Counter + 1
In the example above, counter is initially set at 0, which means that every time the assignment statement is executed the value of the counter variable is increased by 1. Thus the assignment statement will provide a mechanism for counting. Using the same ‘for loop’ example, a counter would count and keep track of the 10 numbers which would be entered and then totalled. Such that only 10 numbers will be entered. Please note you could start your counter at 2, 5, etc. depending on the algorithm. The For Loop The For Loop syntax is shown below: For Control_Variable Block Statement(s) Endfor
<start value> to <final value> Do
The ‘FOR loop’ is an example of a definite loop, it facilitates the repetition of a block of instructions a definite number of times. Let us look at an example of having a bowl of soup with a spoon; you could have at least 20 sips of the soup. The algorithm would look something like this:
Every loop has four major elements. These are: m Initialisation m Repetitive statement(s) m Loop statements (block) m Conclusion
INITIALISATION Before a loop is started we may need some statements to get started. For example, we may need to initialise a variable to a start value or read an initial value into a variable.
Please note: you use the FOR LOOP when you have a block of statements that will be carried out a set number of times, otherwise you use a different loop construct.
EXAMPLE 2 Write an algorithm to read 10 numbers and output the sum of the numbers.
REPETITIVE STATEMENTS These are the statements that the computer will repeat.
LOOP BLOCK We must specify what statements are to be repeated by the computer. The repetitive statements are normally placed in the loop block. There are namely three main types of loop constructs: For Loop, While Loop and Repeat Until. Let us now examine each of these loop constructs. Key things to note when working with loops:
THE USE OF AN ACCUMULATOR For example, using a ‘for loop’, we were required to find the sum of 10 numbers. You would agree that it would be time consuming to sit and memorize the 10 numbers entered in order to add them. With the use of an accumulator you do not need to write down or try to memorize the numbers. As in the case of the ‘for loop’ you can start sum with the value 0 and each time you are given a new number you add it to your present sum. Hence, the statement: Sum ? Sum + num, if the first number entered is 40, your sum would be 40. Therefore Sum ? Sum + num, would be Sum ? 0 + 40 = 40. If you then add another number say 10 to your present sum, your new sum would be 50. Sum Sum + new_number Sum
40 + 10 = 50
The process will continue until all the numbers have been totalled. The only value you will keep in your memory is the current sum. We have come to the end of this lesson. See you next week when we will continue to look at loops. Remember, if you fail to prepare, prepare to fail.
COUNTERS This is the process of counting the number of times a value is entered or a statement is carried out. You
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012
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CLEMENT RADCLIFFE Contributor
This week we will continue to review aspects of coordinate geometry. We will begin with the solution to the homework last week.
HOMEWORK Given the points X(-5 , 3) and Y( 1 , 1), find the values of: (a) Gradient, m (b) the coordinates of the midpoint, M
Length of line
If you are to do well on the topic you must bear the following in mind: m Always begin by presenting the required formula. m To calculate the gradient you may use one of the following: I am sure you can prove that both are correct. m In evaluating the values, be careful to ensure the accuracy of the substitution and please watch the negative signs. (Directed numbers).
SOLUTION Let us now continue the review of coordinate geometry with the topic length of a straight line.
LENGTH OF LINE The length of AB is found by using Pythagoras’ Theorem. As triangle ABC is right-angled, AB2 = BC2 + AC2. AB2 = (x2 - x1)2 + (y2 - y1)2
EXAMPLE
Kindly note the following points with respect to the gradient of a straight line: m Parallel lines have equal gradient m If perpendicular lines have gradients m1 and m2, then m1 x m2 = -1. Given a straight, let us now consider its Interception on the y axis.
INTERCEPT
yl:Mathematics
EXAMPLE Given the line A(3 , -2) and B(1 , 4), find the gradient of the perpendicular bisector of AB and the point of intersection with AB.
HOMEWORK Given the points A(-8, 2) and B(3 , - 2) find the following with respect to the line AB: (i) Gradient m (ii) midpoint M (iii) length of the line AB (iv) Gradient of XY which is parallel to AB (v) The gradient of AC which is perpendicular to AB
This is the coordinate of the point where the line cuts the y axis, that is the point (o , y). This y value is denoted as c. All the best for the week ahead. Clement Radcliffe is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
A straight line is drawn through the points X (- 2, 1) , Y(3 , 2) . Find the length of XY. We will try another example.
EXAMPLE A straight line is drawn through the points A(1 , 2) and B(-5 , 3). Find (i) the gradient of AB (ii) the midpoint of AB (iii) the length of AB
SOLUTION
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Though the $250,000 cheque donated by AIB to Glenhope was perhaps too big to fit in the home’s piggy bank, there is no doubt the facility will find plenty of areas to put the money to good use in light of last November’s fire, which destroyed three of its dormitories. (L-R) Ms Corine Roberts, assistant manager at Glenhope; Andrea McLennon, AIB’s assistant manager for Business Development; Lady Allen, patron of the Glenhope Place of Safety; and Mrs Carla Edie, CEO of the Child Development Agency, gathered together on Wednesday, January 25 at King’s House to officially mark AIB’s contribution to the home. YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012